On 4 September 2026, the Concert Hall in the East Quad building at TU Dublin’s Grangegorman Campus hosted “Being INCLUDE-ID – A Right to Learn, A Right to Belong”, a national symposium dedicated to inclusive post-secondary education for students with intellectual disabilities in Ireland. Students, educators, researchers and policymakers gathered to review progress, share first-hand experiences and look ahead to the next phase of government-supported programmes. For prospective students, parents, teachers and anyone interested in equitable access to higher education, the event delivered practical insights and a clear signal: inclusive education in Ireland is growing, and it is being shaped directly by the students who live it.
If you are exploring inclusive post-secondary options for yourself or for someone you support, contact the admissions office at TU Dublin or any INCLUDE-ID member institution to ask about current programmes, entry routes and the supports available on campus.
A National Symposium Built Around Student Experience
The symposium marked the culmination of the first iteration of programmes funded under PATH 4 Phase 2, which ran from 2024 to 2026. Rather than centre administrators or policy documents, organisers placed student presentations at the heart of the programme. Throughout the day, students from member institutions spoke about university life, learning and personal development, offering the audience a first-hand view of what inclusive higher education looks like in practice.
The event also confirmed that funding will continue for a further two years, from 2026 to 2028. That continuity matters. Sustained investment allows institutions to plan student cohorts, build support services and develop progression pathways rather than run short-term pilot projects. It also gives second-level students and their families a stable, credible route to consider when weighing up options after school.
Student Voices: First-Hand Accounts of University Life
Among the speakers was Cameron Fagan Ward, a TU Dublin graduate, who addressed attendees at the Being INCLUDE-ID conference about the journey from applicant to alumnus. Alongside fellow students, including Dylan Farrell, graduates shared candid testimonies about the realities and rewards of campus life.
“Going to college has been the best decision and experience I have ever done and made. I never thought someone like me who has a disability would ever experience college life. I got to get out of my comfort zone and made friends and met amazing people.” — Dylan Farrell
Testimonies like this highlight outcomes that statistics alone cannot capture: confidence built through new routines, friendships formed on campus, and the independence that comes from navigating lectures, assignments and student life. For families weighing up whether higher education is a realistic option, hearing directly from current students and recent graduates is often the most persuasive evidence available.
Know a student who could benefit from a programme like these? Share this article with them and encourage them to speak with their school’s guidance counsellor about inclusive routes into higher education.
Ireland Leads Europe in Government-Funded Inclusive Education
Ireland holds a notable distinction: it remains the first country in the European Union to provide government-funded inclusive post-secondary education programmes for students with intellectual disabilities. The model has attracted significant international interest, and visiting delegates attended the symposium specifically to study the Irish approach and consider how similar systems could be developed in other countries.
The scale of the commitment is substantial. Since 2024, €11 million in Higher Education Authority (HEA) funding has supported the expansion of inclusive post-secondary education across 11 higher education institutions. To date, 193 students with intellectual disabilities are enrolled and attending programmes ranging from Level 3 to Level 6 on the National Framework of Qualifications (NFQ).
The INCLUDE-ID Network: Members and Purpose
The INCLUDE-ID Network — pronounced “included” — is a national consortium of higher education institutions funded under PATH 4. Its work spans collaborative research, guidance development, and sector-wide training and workshops. Member institutions include:
- Atlantic Technological University
- Dundalk Institute of Technology
- Institute of Art, Design and Technology (IADT)
- Maynooth University
- Technological University Dublin
- Trinity College Dublin
- University of Galway
This consortium structure means students can access inclusive programmes across different regions and institution types, from technological universities to traditional universities and institutes of technology. It also creates a national community of practice, where staff share what works and refine supports based on evidence gathered across campuses.
What University Leaders Said About Inclusive Campuses
Dr Deirdre Lillis, President of TU Dublin, used her address to underline institutional responsibility. She noted that TU Dublin was proud to host the symposium and to be part of a network that is reshaping inclusive higher education in Ireland, adding that programmes across the INCLUDE-ID network demonstrate that students with intellectual disabilities belong in universities and, with the right supports, can fully participate in academic and campus life. She also pointed to Ireland’s role as an exemplar, with international delegates attending to learn from the Irish experience.
Dr Pat O’Connor, Head of the School of Social Sciences, Law and Education at TU Dublin, framed inclusion as a benefit to the entire academic community: inclusive education enriches campuses, strengthens teaching and learning, broadens perspectives and helps universities reflect the diversity of the communities they serve. The stated ambition is that inclusive higher education becomes not the exception, but an established and expected part of Ireland’s education landscape.
Jill Woodnutt, INCLUDE-ID Network Coordinator, based in the Trinity Centre for People with Intellectual Disabilities (TCPID), described the day as a celebration of achievement, ambition and belonging. She emphasised that students’ experiences show the meaningful impact of inclusive higher education on confidence, independence, learning and future opportunities, while also acknowledging that more work remains. Too often, she noted, students with intellectual disabilities encounter low expectations as they move from second-level education, making it essential that inclusive higher education is recognised as a realistic and valued option for students and families across Ireland.
Practical Guidance for Students, Families and Educators
For readers considering the next step, the national symposium points to several practical actions:
- Start conversations early. Transition planning works best when it begins well before the final year of second-level education. Guidance counsellors, parents and students can map out interests together and identify suitable programmes in good time.
- Understand the qualification levels. Current programmes span Levels 3 to 6 on the NFQ. Reviewing what each level involves helps families match a course to a student’s goals, whether that is skills development, progression to further study or employment readiness.
- Visit campuses. Open days and campus tours give students a realistic sense of the environment, the supports on offer and the day-to-day experience of lectures, clubs and social spaces.
- Speak directly with access and inclusion offices. Each member institution employs staff who can explain application routes, learning supports and assistive resources. Asking specific questions early reduces uncertainty later.
- Ask about progression. Several programmes are designed with pathways that allow students to build credits and move between levels. Understanding these routes helps students plan beyond the first year.
Educators and school staff can also act on the symposium’s findings. If you work in a second-level school, consider requesting guidance materials or training through the INCLUDE-ID Network so that staff expectations and advice reflect what students with intellectual disabilities can genuinely achieve in higher education.
Continued Funding Through 2028 Signals Long-Term Commitment
The confirmation of funding for 2026 to 2028 gives the sector a planning horizon it has not always enjoyed. Institutions can consolidate what was learned during the 2024–2026 phase, expand intake where demand exists, and strengthen data collection on outcomes such as progression, employment and student satisfaction. For the international audience watching Ireland’s model, the extension also demonstrates that inclusive post-secondary education can be delivered at national scale with consistent public investment.
Stay informed about upcoming funding rounds, new programme launches and open days by following news articles from the Higher Education Authority and from each INCLUDE-ID member institution. Announcements about intake numbers and application windows are typically published on university news pages well ahead of deadlines, so checking them regularly is a simple way to avoid missing key dates.
Follow Inclusive Education News in Ireland
The Being INCLUDE-ID symposium offered more than a retrospective. It set out a direction of travel in which students with intellectual disabilities are recognised as full members of the higher education community — presenting at national events, graduating and shaping policy conversations themselves. As programmes grow through 2028, the experiences shared by students like Dylan Farrell and Cameron Fagan Ward will continue to inform how institutions design supports and how families plan for life after second-level school.
To keep up with developments, follow the latest news from TU Dublin and the other INCLUDE-ID member institutions, and subscribe to updates from the Higher Education Authority. If you found this article helpful, share it with a family, school or community group that supports students with intellectual disabilities — and add your own perspective in the comments below. First-hand stories from students, parents and educators are a valuable resource for the families making these decisions next.
